Fingerspelling and Fingerreading Standards (K-2)

The following standards define what students should understand and be able to do by the end of each grade. The College and Career Readiness Anchor Standards and the Grade-level Standards are necessary complements—the former providing broad standards, the latter providing additional specificity.

Kindergartners Grade 1 students Grade 2 students Key Ideas

1. Demonstrate understanding of ways fingerspelled signs are 1. Demonstrate understanding of ways fingerspelled signs are 1. Demonstrate understanding of ways fingerspelled signs are formed and their uses. formed and their uses. formed and their uses.

a. Recognize that fingerspelled words are represented by a. Use knowledge that every word spelled consecutively is a. Understand the role of fingerspelling in ASL and the multiple specific sequences of handshapes produced from in to out. separated by a brief hold. uses of fingerspelling (e.g., codeswitching). b. Connect fingerspelling with English in print. b. Understand the role of fingerspelling in ASL and the multiple b. Use fingerspelled words for emphasis (e.g., #FUN, #WHAT). uses of fingerspelling (e.g., emphasis #NO! and translation c. Recognize that some signs have fingerspelling equivalents. c. Engage in creative use of fingerspelling (e.g., fs F-A-L-L-I-N-G “bus” into B-U-S or #BUS). L-E-A-F).

Initialized and Lexicalized Forms

1. Demonstrate understanding of initialized and lexicalized forms 1. Demonstrate understanding of initialized and lexicalized forms 1. Demonstrate understanding of initialized and lexicalized forms of fingerspelled words. of fingerspelled words. of fingerspelled words.

a. Can see connections between initialized forms and a. Compare and contrast “families” of ASL signs that share the a. Use common high-frequency lexicalized fingerspelling (e.g., alphabet letters (e.g., name signs, WATER, FAMILY). same ASL handshape configuration as opposed to initialized #BANK, #CASH, #STYLE). signs (e.g., HS F: CAT, STICK, BUTTON, and HAIR vs. FAMILY, b. Can fingerspell words, including short words and names of FOREIGN, FURNITURE). people or places (e.g., own name, fs T-A-R-G-E-T, fs J-O-H-N). b. Use common high-frequency lexicalized fingerspelling (e.g., c. Produce lexical fingerspelling (e.g., #BACK, #OFF, #FIX). #WHEN, #WHAT, #BUS).

Vocabulary Acquisition and Use

1. Know and apply grade-level parameters and sign analysis skills 1. Know and apply grade-level parameters and sign analysis skills 1. Know and apply grade-level parameters and sign analysis skills in decoding signs both in isolation and in context. in decoding signs both in isolation and in context. in decoding signs both in isolation and in context.

a. Use signs to inquire for the fingerspelling of those signs a. Fingerspell untaught words drawing on phonemic awareness a. Fingerspell longer words and phrases following correct (e.g., TABLE to get fs T-A-B-L-E). and conventions. contour as new ASL and English lexicon expands (e.g., b. Decode fingerspelled words in context of other parameters fs G-O-V-E-R-N-M-E-N-T, fs R-A-I-N-I-N-G fs C-A-T-S and (e.g., NMS: #WHAT-q). #DOGS). c. Decode regularly fingerspelled letter combinations (e.g., wh, b. Can demonstrate skill in memorizing chunks of fingerreading th, ph). units (including lexicalized fingerspelling) when translating to written English as content-appropriate (e.g., increasing length of fingerspelled word #HAT to #PLAY/ER to #REST/AU/ RANT).